The long-running National Survey of Schools project is part of the New Zealand Council for Educational Research's (NZCER's) Te Pae Tawhiti programme of research, funded through the Ministry of Education. NZCER has run a national survey of secondary schools every 3 years since 2003. As part of the 2022 National Survey of Secondary Schools, we…

The primary objective of the study was to empirically test theoretical claims made about differences between Didaktik and curriculum traditions concerning teacher autonomy (TA) and teacher responsibility (TR). It tests the hypothesis that TA and TR are higher among Didaktik than curriculum countries. The second objective was to explore…

This conceptual paper is concerned with the discursive and applied attributes of "authenticity" in higher education, with a particular focus on teaching science through student research. Authenticity has been mentioned in passing, claimed or discussed by scholars in relation to different aspects of higher education, including teaching,…

In the face of what has been characterised by some as a "crisis" in curriculum--an apparent decline of some aspects of curriculum studies combined with the emergence of new types of national curricula which downgrade knowledge--some writers have been arguing for the use of realist theory to address these issues. This article offers a…

This study examines the usage and contexts of "wellbeing" in New Zealand's curriculum, a formal statement of education policy enacted by a democratically elected government. The analysis is guided by a current model of student wellbeing rooted in seven, interdependent domains: "Having," "Being," "Relating,"…

To support the review of the National Curriculum, the National Foundation for Educational Research (NFER) was commissioned by the Department for Education in the spring of 2011 to produce a report detailing curricular arrangements in a number of high-performing educational jurisdictions. The principal source of information for this report has been…

This book provides a critical examination of the sources, aims, and features of early childhood curricula. Providing a theoretical and philosophical foundation for examining teaching and learning, this book will provoke discussion and analysis among all readers. How has theory been used to understand, develop, and critique curriculum? Whose…

The Government is committed to ensuring that the new National Curriculum compares favourably with the curricula in the highest performing jurisdictions, and sets rigorous requirements for pupil attainment which measure up to the highest standards set internationally. The Government is also committed to slimming the National Curriculum so that it…

In New Zealand the polytechnic sector embraces a range of post-compulsory education fields. Fields as diverse as nursing, business, social work and English as a Second Language (ESL) may co-exist on polytechnic campuses and are subject to similar curriculum documentation processes. The common competency-based framework and discourse of such…

Describes curricular and pedagogical experimentation in humanities and social studies instruction conducted in New Zealand immediately after World War II. Compares such developments with the Freyberg Integrated Studies Project, a later three-year curriculum development and research program. Concludes that the Freyberg model provides support for…

Presents examples of how fundamental geographic concepts, such as location and spatial interaction, may be used in the secondary classroom to stimulate inquiry learning. Available from: Business Manager, Geographical Education, Sydney Teachers College, P.O. Box 63, Camperdown, N.S.W. 2050, Australia. (Author/DB)

Utilizes information gathered from archival and other documentary sources to develop greater understanding of the ways in which New Zealand's Native School system operated and was perceived by the Maori communities. Gives voice to former pupils of the Native Schools by establishing an oral-history database of their experiences within the school…

This paper describes the results of a national study to investigate teachers' experiences in the implementation of the technology curriculum in New Zealand schools from years 1-13. This investigation of the implementation of the technology curriculum is part of a larger study being undertaken nationally in all curriculum areas (National Schools…

Early childhood education in New Zealand includes the education of children from birth until entry into school. A national early childhood curriculum is expected to support the partnership between Maori people and the Crown established by the Treaty of Waitangi. This paper discusses the development of some national guidelines for early childhood…

New Zealand school education through the middle years appears to be in crisis. Sutton (2000) reports that students in the age range from 13-15 years (Years 9 and 10 of schooling) experience the crisis most poignantly. Their teachers increasingly say children in this age range are difficult to motivate, that they present them with their greatest…